Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.
SCOPE AND SEQUENCE
5. La santé..
Subject Content
|
Structures
|
Culture
|
Proficiencies
|
Functions
|
Suggested Instructional Activities
|
ma santé.
Comment je me sens
Comment je reste en forme
Comment je me soigne
Description des symptoms des différentes conditions
Les sentiments et emotions à propos des conditions
la visite médicale
prendre un RDV
comment se presenter chez le docteur
savoir expliquer la raison de la visite
les maladies infantiles
les symptoms et maladies
savoir discuter des traitements et des medicaments
savoir aller chercher ses medicaments à la pharmacie avec son ordonnance
ce qu’il faut faire pour guérir
Comment s’est on fait mal
Decrier les blessures
Ce qui se passé à l’hopital
Les traitements
Expreimer les sentiments
Exprimer les désirs
Chez le dentiste
Prendre un RDV
Comment se presenter chez le dentiste
Savoir expliquer la raison de la visite
Expliquer un problème dentaire
Exprimer les sentiments
Savoir discuter les traitements et les medicaments
Savoir aller à la pharmacie pour ses médicaments
|
Future tense.
Futur antérieur tense.
Construction of the sentence with the future ant futur antérieur tense.
Conditional tense.
Use of the conditional tense and construction of the sentence present or past: si, quand, lorsque, dès que, assitôt que.
The verb DEVOIR: different tense and meanings.
|
Le SIDA
le système de sécurité sociale
les différents spécialités
médecin sans frontière
En voyage de Guy de Maupassant
Ouch= aie
| Interpersonal
All apply
Interpretive
All apply
Presentational
All apply
Cross-Content Workplace Readiness Standards
All apply
Study Skills
All apply
|
Learn differnet professions, building where it is done, clothing of the appropriate profession.
Compare and contrasting professions.
Expressing and defending opinions of people’s profession.
Asking and giving one’s own opinion.
Agreeing and disagreeing with others’ opinions.
Summarising in one’s own words the main ideas of the readings related to gender roles in professions.
Detect mood, attitudes, and feeling of a message.
|
1.Think/pair-share
2. Role play which requires informal interaction with peers
3. Role play which requires formal interaction with adults
4. Directed dialog
5. Group surveys/polls
6. Personalized questions
7. Personalized true/false, yes/no
Audiocassettes/CDs
Videos/TV
Realia
Maps, charts, graphs, cartoons, comic books, magazines, newspapers, internet/multimedia, computers
Art, music, dance, crafts
Listening for gist
Listening with visuals
Targeted listening
Total physical response
Comprehension checks
Information gap activities
Sentence strips
Drawing of visuals based upon aural stimuli
Identifying socio-linguistic factors
Recalling responses of others
Paraphrasing in target language
Identifying cognates and borrowed words
Skimming
Anticipation/prediction
Scanning
Extracting specific information
Contextual guessing
Pre-reading activities
Cloze (multiple choice adaptation
Puzzles
Foreign language glossaries, periodicals prepared for foreign language students
Authentic print and media materials
Guest speakers
Note-taking
Student-led activities
Sentence, dialog and paragraph completion
Sentence combining
Guided descriptions
Graphic organizers
Peer correction and editing
Guided current events
Games
Cooperative learning
Language ladders
Storytelling
Guided compositions
Power point presentations
Read a short story and write a summary retelling the story from a different point of view.
Critical reading
Web research
|
Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.
Evaluation: any of the above activities or performance in quizzes, tests, or teacher designed assessments.
ASSESSMENT:
The communicative functions will be evaluated in the following manner:
1. Quality of participation in formal and informal interactive aural/oral activities in the target language.
2. Communicative quizzes or tests in the form of:
simulated real-life situational activities - directed and impromptu
open notebook assignments – in-class or take home
directed written responses to specific situations
oral interviews
3. Teacher-assigned projects
4. Paired and group activities
5. Grammatical accuracy will be determined by its need in communicating effectively. In addition, however, achievement in this area can be measured by:
a. Isolated topical grammar quizzes - teacher or publisher developed
b. other teacher-designed activities
6. Oral and/or written teacher-designed activities
7. Multimedia and mixed media presentations
8. Mid-term and final examinations
9. Each teacher has the option of utilizing quarterly examination time for oral testing or specific achievement-oriented evaluation.
Grading Weights for Quarter Grades
30% - Oral evaluation of interpersonal and presentational speaking skills
50% - Evaluation of interpersonal, interpretive and presentational skills, which include writing, listening comprehension and reading
10% - Class Participation
10% - Homework
FRENCH 5/6/5H RESOURCES AND BIBLIOGRAPHY
PRIMARY TEXTS:
RESOURCE MATERIALS:
Blaz, Deborah, Bringing the Standards for Foreign Learning to Life,Eye on Education, 2002
Dai Zovi, Lonnie, Accent on Art, Vibrante Press, 2001
Kruge, Penilyn, Hooked on Languages! The Center for Applied Research in Education, 1996
Snyder, Barbara, Strengthening Your Foreign Language Instruction. Washington, BERG, 1997.
ADDITIONAL MATERIALS:
Teacher-prepared visuals
Videos and other materials available from school and county media centers.
Other teacher-prepared materials
Videos from authentic sources (TV, Video Rentals)
Shorewood Fine Art Reproductions, Inc.
BIBLIOGRAPHY
American Council on the Teaching of Foreign Languages, Foreign Language Annals, No. 4, Volume 31, 1998.
Armstrong, Thomas, Multiple Intelligences in the Classroom. Alexandria, VA, Association for Supervision and Curriculum Development, 1994.
Curtain, Helena, Integrating Communication, Connections and Culture to Energize Early Language Learning. Learning. Workshop and printed material from presentation at Princeton, NJ, June 28-29, 1999.
Curtain, Helena, and Carol Ann Bjornstad Pesola, Languages and Children: Making the Match - Foreign Language Instruction for an Early Start, Grades K-8. White Plains, NY, Longman, 1994.
Duncan, Greg. Getting What 'You Want: some Thoughts on Assessment, Workshop and printed material from presentation at Princeton, NJ, July 2, 1999.
Jogan, Dr. Karen, Contextual Approaches to Testing Foreign Languages, Albright College, Department of Modern Languages, Reading, Pennsylvania, 1992 (Pamphlet).
Riley, Gail L., Using Authentic Texts in the Communicative Classroom, Syracuse, New York, Syracuse University, 1991.
Shrum, Judith L. and Glisan, Eileen W., Contextualized Language Instruction, Boston, Heinle and Heinle, 1994.
Standards for Foreign Language Learning: Preparing for the 21st Century, U.S. Department of Education and the National Endowment for the Humanities. , 1996.
|
